Professores universitários em rede de aprendizagem cooperativa: a ação tutorial como experiência (auto)formativa

Abstract

This study refers to theoretical and methodological findings about face-to-face tutoring in a continuing education course for professors at the Federal University of Alagoas (Ufal). The investigative locus focuses on a formative experience that brought teachers together from several academic areas in an integrated movement of active learning about different ways of combining digital information and communication technologies (TDIC) and active methodologies to pedagogical action. In a qualitative approach, designed by research-training (JOSSO, 2004; SAINTS, SAINTS, SAINTS, SAINTS, OAK; PIMENTEL, 2016), refers to theoretical contributions by Ramires (2018), Silva e Cunha (2018), Moran (2017), Masetto (2018), on university teaching, continued professionalization and pedagogical mediation from the perspective of DIC and active higher education methodologies . From the teacher-tutor's narratives, we analyze the tutoring process that supported the teaching learning pathways locally, resulting in a network of cooperation for university teaching. The analysis of this process showed the potential of local tutoring in pedagogical support to hybrid actions of continuing education in the context of networked society, by focusing on social aspects, active and personalized learning and interactivities didactic-pedagogical, enhancing the reconstruction of knowledge about DIC and active methodologies applied to the teaching area of the participants.